In this article, we 'think with' the theoretical concepts of flow, rupture, layering, and sampling to affectively attune to 'in-the-red frequencies' flowing across/with-in a New York City primary classroom--that is, alternative sonic frequencies that trouble and refuse hegemonic literacy practices. These hip-hop concepts theorise affect in relation to Black intellectual frameworks for moving, feeling, and sounding. Such frameworks honour philosophical practices emerging from Black people's lived experiences--practices that, historically, have been perceptually coded out of legibility by white supremacist institutions. Ultimately, we argue that thinking with flow[left right arrow]rupture[left right arrow]layering[left right arrow]sampling enables more equitable practices that push literacies 'into the red,' namely, by respecting multiple perspectives, histories, and truths; accounting for power, privilege, positioning, and complicity; and highlighting 'otherwise' social worlds not predicated on hegemonic whiteness, anti-blackness, and socio-political violence.